Academic Credentials

Ed.D. in Educational Administration, Hofstra University; M.S. in Secondary Education – Social Studies, Hofstra University; M.A. in 20th Century World History, Villanova University; B.A. in History, Virginia Wesleyan University

Bio

Dr. Lynda Herrera is an adjunct professor in the School of Education. Dr. Herrera began her career teaching secondary social studies in New York. As a military spouse, she has had the pleasure of teaching at multiple Universities in New York, Kansas, Hawai’i, and Virginia. Dr. Herrera strives to prepare pre-service teachers in the art and science of teaching using interdisciplinary, hands-on, higher-level thinking strategies. Her hope is that students leave her class with a toolbox of strategies they can implement in their classrooms to better connect elementary or secondary students to content in an engaging and stimulating way. She has served on the Editorial Board of the Social Studies and the Young Learner Journal for the National Council of Social Studies since 2011. She enjoys gardening, travel, and time with her husband and two children as she follows them around to various Comic-Cons.

Teaching Areas

Elementary Social Studies Methods, Research Methods, Secondary Teaching Methods

Research Interests

Engagement of young learners in social studies education; educational experiences of minority students in middle schools; examination of how pre-service teachers think through their experience as educators.

Publications

• Costello-Herrera, L. (2010). Diverse Schools Without Multicultural Curriculum. Race, Gender & Class, 88-92.  
• Costello, L. (2003). I was called a ‘spic’. In S. M. Alan Singer with Maureen Murphy, Teaching to Learn, Learning to Teach: A Handbook for Secondary School Teachers (p. 45). Mahwah, NJ:: Lawrence Erlbaum.
• Mac Curtain, M., Murphy, M., Singer, A., Costello, L., Gaglione, R., Miller, S., . . . Williams, N. (Spring 2001). Text and Context: Field-Testing the NYS Great Irish Famine Curriculum. Theory and Research in Social Education, 238-260.

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Academic Credentials

PhD. Educational Leadership and Management, American University;

Graduate certificate in Autism Spectrum Disorders, James Madison University;

Post-Masters, Elementary Principalship, Indiana University of Pennsylvania;

MEd Reading, Kutztown University;

BS Elementary Education, Lock Haven University

Bio

Dr. Shannon Melideo has dedicated her entire career to the education profession. Dr. Melideo is a professor of practice in the School of Education in the College of Health and Education at Marymount University in Virginia, USA. She currently serves as a teaching faculty member and a Lead Doctoral Faculty Mentor for students in the EdD program. Throughout her career, she has presented and collaborated extensively on schoolwide, districtwide, campuswide, statewide, national, and international committees, research projects, and task forces. She taught grades 1, 3, 4, 5, ESOL grades K-5, music grades K-8, and 7th-12th grade biology in high needs schools. She has served as a mentor teacher, cooperating teacher, elementary administrator, and district coordinator of ESOL. On the university level, she has served as university department chairperson, supervisor, and associate dean. She recently returned to the elementary classroom as a lead teacher, and was nominated as teacher of the year thrice at her school. Outside of the world of education, Dr. Melideo enjoys traveling, reading, and dancing.

Teaching Areas 

literacy, collaboration, special education

Research Interests

Her current research interests are in teacher impacts on cultural competence and inclusivity and collaborative leadership.

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Academic Credentials

Ph.D in Education, George Mason University; M.A. in Teaching, University of San Francisco; M.A. in Asia Pacific Studies, University of San Francisco; B.A. in History, San Jose State University

Bio

Dr. Azevedo has worked in the field of education for over 15 years with a variety of experiences and expertise. She started her career as a high school social studies teacher. Prior to joining Marymount University, Dr. Azevedo was the Clinical Coordinator for Secondary Education at George Mason University where she collaborated with faculty, local school administrators and teacher leaders while coordinating placements for teacher candidates. As a teacher educator she’s taught numerous courses, supervised, and advised teacher candidates. In addition to her experience in teaching, Dr. Azevedo has supported national research projects about teacher effectiveness and consulted on local school districts’ research projects and initiatives. She is also the founder of The Meditating Teacher where she creates and writes about mindfulness practices for educators and school leaders. In her spare time she enjoys relaxing with her family, gardening, practicing yoga, and walking with her dog, Zoé.

Teaching Areas

Research

Research Interests

Teacher Education; Mindfulness in education; Clinical experiences in teacher education programs; Diversity in education

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Academic Credentials

B.A. in History, State University of New York at Binghamton; M.S. in Secondary Education, St. John’s University; Ed.D. in Educational Administration, St. John’s University

Bio

Jessica Marotta has dedicated her passion for teaching for over twenty-five years in the education profession. She has taught secondary social studies, been a department chairperson, district coordinator, assistant principal, central office instructional coordinator, and university supervisor for student teachers. She is currently an assistant professor and coordinates accreditation efforts for the School of Education. She has presented at numerous educational conferences on assessment, video self-analysis for teacher development, and teacher reflection. She strives to make her classes engaging, thought-provoking, and challenging to help prepare future teachers for the increasingly exciting challenges of the profession. She believes in teaching the power of relationships when working with students to help build a supportive and nurturing learning environment where all feel included, welcomed, and encouraged to strive to be the best versions of themselves. Hobbies include reading non-fiction to learn more about our history, our path forward, and how the teaching profession can continually seek to work on making great strides towards equity for all.

Teaching Areas

Secondary Education Teaching Methods; Introduction to the Teaching Profession

Research Interests

Pre-service teacher professional development, teacher reflection, and assessment.

 

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Academic Credentials

Doctor of Philosophy in Education, George Mason University, Fairfax, VA (Special Education major, Educational Leadership: minor); Master of Education in Special Education; George Mason University; Bachelor of Arts, Communication; Pennsylvania State University

Bio

Dr. Clara Hauth joined Marymount in 2014. Her academic experience includes teaching both graduate and undergraduate online instruction at George Mason University and James Madison University. Prior to her work at Marymount, she spent 5 years in the broadcasting industry, training and leading teams in program content, and 10 years as a secondary special education teacher and chair leading teacher training. She serves as a liaison with state and national programs supporting students with disabilities and is an active member of AERA, ASCD, CEC, and divisions CCBD, CLD, DISES and TED. She serves as the president elect for the DISES board, collaborating with global educational organizations. Dr. Hauth’s transformational leadership in preparing teachers and administrators for careers in the critical field of special education is noted through her co-authored book The Survival Guide for New Special Education Teachers. Her research agenda includes, interventions in schools, teacher and school leadership, and global education.
In 2020 she became Program Coordinator for the EdD in Educational Leadership and Organizational Innovation.

Teaching Areas

Educational Leadership; Special Education Methods

Research Interests

My research focuses on four main areas: (a) educational leadership and organizational innovation, (b) experiential learning practices to prepare teachers for a career as special educators, (c) high impact and evidence based interventions regarding literacy skills (i.e., writing, reading, and math) of students with high-incidence disabilities, and (d) contributing to the research base on interprofessional learning(IPE), with culturally responsive/international educational practices both here and abroad.

Publications

Jez, R., Hauth, C. & Ramers, L. (2020). Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices. (manuscript submitted) Journal of International Special Needs Education. Council for Exceptional Children. Hauth, C., Cuenca-Carlino, Y., Mills, S., Creighton-Thompson, C., Allen-Bronaugh, D. (2019). Learning to SURF: Teachers and Researchers Creating Partnerships for Success. The Teacher Educators’ Journal, (12, 73-92). Mastropieri, M., Scruggs, T. & Hauth C. (2017) Special education teacher preparation. In J. M. Kauffman, D.P. Hallahan & P.C. Pullen (Eds.) The Handbook of Special Education (2nd ed.) (pp. 40-52). Taylor & Francis Ltd. Cuenca-Carlino, Y., Freeman-Green, S., Stephenson, G. & Hauth, C. (2016). Self-regulated strategy development instruction for teaching multi-step equations to middle school students struggling in math. The Journal of Special Education. August 2016 50: 75-85, first published on December 23, 2015 DOI: 10.1177/0022466915622021 Creighton Thompson, C. & Hauth, C., (2015). The Survival guide for NEW special education teachers. Council for Exceptional Children.

PRESENTATIONS: Hauth, C. (2021). Culturally Responsive Teaching: Building Connections to Enhance Interculturality. Conference presentation at Marymount Barranquilla, MEGA GEL Virtual PD and Research Day, Barranquilla, Columbia. Jez, R. , Osborne, K. & Hauth, C. (2021). Educators Coming Together to Empower Learners, Families, and Teachers to Develop Culturally Sustainable Transition Planning Tool During COVID-19. Conference presentation MICO University Virtual Research Day, Kingston Jamaica. Hauth, C. & Thompson-Martin, C. (2021). Building Communities of Practice: Strengthening Induction Programs to Support the Needs of New Special Education Teachers. Pre-conference workshop for the Council for Exceptional Children Conference, CEC Virtual Conference. Hauth, C., Gray, J. & Lado, A. (2021). Collaborative Exchange and Community Engagement: Building Collaborative Literacy Communities with Pre-Service and In-Service Teachers in Panama and the United States. Presentation with Q & A session for the Council for Exceptional Children Virtual Conference. Bronaugh, D., Hauth, C., Creighton- Martin, C. & Cuenca-Carlino, Y. (2021). Learning to SURF: Teachers and Researchers Creating Partnerships for Success. Presentation with Q & A session for the Council for Exceptional Children Virtual Conference. Kealy, M., Hauth C., Jez, R., Tamakloe, D. & Evmenova, A. (2021). DISES Showcase: Global Engagement and Impact: Supporting ALL Learners in an Inclusive Society. Division Panel Presentation with Q & A session for the Council for Exceptional Children Virtual Conference. Creighton-Martin, C., Hauth, C. & Allen-Bronaugh, D. (2021). How to Teach a Self-Regulatory Strategy Development (SRSD) Strategy for Solving Multi-Step Equations: Videos For Distance Learning During COVID-19. Presentation for the Council for Exceptional Children Virtual Conference. Jez R., Hauth C. & Ramers, L. (2021). Teaching Implicit Bias to Address “Savior” Mentality Within Critical International Educational Experiences. Presentation with Q & A session for the Council for Exceptional Children Virtual Conference. Hauth, C. & Thompson-Martin, C. (2020). Thriving as a New Special Education Teacher: How to Dot the I’s and Cross the T’s in the IEP Process Pre-conference workshop for the Council for Exceptional Children Conference, Portland, OR. Jez R., Hauth C. & Ramers, L. (2019). Decolonizing Global Education TK-12: Using Changemaking to Ignite Teacher Education in the United States and South Africa . NAME Conference, Tuscon, AZ. Hauth, C. (2019) Integrating Global Interprofessional Education (IPE) with Pre-service Teaching Programs. Presentation with Q & A session for the DISES International Conference, Montego Bay, Jamaica. Jez, R., Hauth. C. & Talbot, C. (2019) Using Changemaking to Promote Inclusivity in Jamaica. Presentation with Q & A session for the DISES International Conference, Montego Bay, Jamaica. Dalton, K., Hauth, C. & Engelhardt, N. (2019) Interdisciplinary Approaches to Critical Reflexive Practice: Guiding Agents of Change on a Global Stage”, Presentation at Beyond Borders and Boundaries: Bridging Theory and Practice in Creating Social Good, San Diego, California. Hauth, C. & Thompson-Martin, C. (2019). Administrators & Mentors: Enhancing the Success of New Special Education Teachers. Pre-conference workshop for the Council for Exceptional Children Conference, Indianapolis, IN. Hauth, C. & Thompson-Martin, C. (2019). New Teachers: Thriving your first years with the Survival Guide for New Special Education Teachers, Presentation with Q&A Council for Exceptional Children Conference, Indianapolis, IN. Hauth, C., (2019). Building Culturally Responsive Practices with Interprofessional Education (IPE) in Global Service Learning Projects. Presentation with Q & A for Council for Exceptional Children Conference, Indianapolis, IN. […]

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Academic Credentials

PhD in Instructional Technology, University of Virginia; MAT Trinity University; BA Villanova University

Bio

Elizabeth Langran, Ph.D., taught secondary and post-secondary students in the United States, Morocco (as a Peace Corps volunteer), and Switzerland before pursuing her Ph.D. in Instructional Technology at the University of Virginia. Since 2003 she has been educating and mentoring pre- and in-service teachers. Collaborative projects tapping her educational technology work have taken her to many international locations, including Nicaragua, India, Central Asia, Senegal, South Africa, Botswana, Bermuda, China, and most recently, Uganda, as part of Marymount’s partnership with Uganda REACH (formerly the Arlington Academy of Hope). Elizabeth is currently serving a 3-year term as the President of the Society for Information Technology & Teacher Education. Elizabeth loves to travel; you can follow her on Twitter @elangran (link: https://twitter.com/elangran).

Teaching Areas

Educational Technology; Cross-cultural/International Curricula; Secondary Methods

Research Interests

Geospatial Technology; Global Citizenship; Place-based learning; Mobile Learning, digital equity

Publications

Langran, E. & DeWitt, J. (2020). Navigating Place-Based Learning: Mapping for a Better World. New York: Palgrave-Macmillan.

Langran, E. & Alibrandi, M. (2019). Integrating biography-based video in a multiplatform approach to teach historical thinking. The Teacher Educators’ Journal 12(1), 50-72.

Langran, E. & Langran, I. (2016). Technology’s role in global citizenship education. In Langran, I. & Birk, T. (Eds.), Globalization and global citizenship: Interdisciplinary approaches (pp. 56-68).

New York: Routledge,  Guilbaud, P., Bubar, E., & Langran, E. (July, 2021). “STEM Excellence and Equity in K-12 Settings: Use of Educational Experiences Based on Augmented Reality to Promote Academic Achievement and Learner Success.” Presented at International Conference on Human-Computer Interaction. […]

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Academic Credentials
EdD, Nova Southeastern University; MBA, St. John’s University; BS, St. John’s University; Virginia teaching licensure in secondary English; Additional graduate coursework, George Mason University

Bio
Dr. Lisa Turissini spent 18 years as a teacher, school principal, and executive vice president of schools for a non-profit organization before joining Marymount University in 2004.

Research Interests
Peer Coaching in the Professoriate; Educational Leadership; Scholarship of Teaching and Learning […]

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Academic Credentials

M.Ed. in Special Education, American University; B.S., University of Iowa

Bio

Patty Howick joined Marymount in 2014. She taught as special education and general education teacher for 32 years before becoming an education lecturer. In addition to teaching introductory courses at Marymount, she serves as an advisor for special education majors and is a university supervisor. She also sponsors the education student organization called Teachers of Tomorrow and helps coordinate our education majors’ involvement in student-led activities for transition workshops for The Arc of Northern Virginia. She continues to support teachers in local schools and is passionate about ensuring the success of our teacher candidates. Her favorite activities outside of work include traveling, exploring new restaurants, and spending time with her family.

Teaching Areas

Introduction to General Education and Special Education; Foundations of Teaching and Learning; Psychology for Individuals with Exceptionalities

Research Interests

Co-Teaching, Teacher Retention, Collaboration, Learning Styles and Teacher Induction Programs

 

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